


THE 

UNIVERSITY OF MISSOURI 

BULLETIN 

Volume 17 Number 24 
EXTENSION SERIES 21 

EDITED BY CHARLES H. WILLIAMS 

A MANUAL FOR THE MENTAL 

AND PHYSICAL EXAMINATION OF 

SCHOOL CHILDREN 

BY 

WILLIAM HENRY PYLE 



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UNIVERSITY OF MISSOURI 

COLUMBIA, MISSOUKI 

SEPTEMBER, 1916 



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The preparation of this manual has required an enormous amount 
of tedious work, and the writer is under obligation to the many people 
who have helped to do this work. Especial thanks are due to Mr. J. 
B. Steed, Miss Hazel Summerfield, and Miss Nell Rutledge. The graphs 
were prepared by Miss Blanche Lindsay. 

In grading so many papers and in dealing with such a large 
amount of data, it is difficult to keep the results free from error, but 
great pains have been taken to make the work as accurate as possible. 



D, of D- 



A MANUAL FOR THE MENTAL AND 

PHYSICAL EXAMINATION OF 

SCHOOL CHILDREN 

OBJECT OF MENTAL TESTS 

The object of mental tests is to assist tlie teacher in obtaining a 
knowledge of the individual child. Just as a dairyman, to be success- 
ful, must know his cows — ^the best breeds, the best feed, and the 
best kind of treatment — so a teacher must know her pupils. It is 
true that she learns about them from their regular work in their 
classes, but there are various factors besides ability that determine 
whether a child does well or poorly in school studies. Progress in 
school studies is not, therefore, an accurate indication of ability. The 
teacher needs an independent measure of ability. The tests constitute 
such a measure. A child often does poorly in a particular study 
because he was started wrong or at the wrong time or is poorly taught. 
The child may have come to believe, in such a case, that he has no 
ability in such a study, or perhaps in any study. The tests, being 
something new, arouse great interest; the child has no preconceived 
notion about his ability to perform them and is therefore very likely 
to do his best. A series of mental tests given at the beginning of the 
school year will give as good an idea of the pupils' ability as can be 
obtained ordinarily in a year in the ordinary school work. Moreover, the 
tests show in what aspects of the child's mind he is good and in what 
aspects, poor. However, too much reliance should not be placed on 
such differences unless several tests of the same kind are given. If 
each type of test were repeated about six times and the results of 
all the tests pooled, they would give an accurate indication of the 
abilities which the various tests measure.* Inasmuch as these 
abilities are those demanded in school work, the tests give an indication 
of the child's ability to do the school work. One could not know from 
the tests whether the child would do the school work or not. Doing 
the school work depends on ability and effort. The tests measure 
only ability. They enable us to prophesy success only to the extent 
that success depends on ability. This is one thing the teacher very 

♦Additional tests will be found in the author's Examination of 
School Children. 



much needs to know, the child's ability. The tests, carefully given, 
will aid very much in determining this ability. Each child is, to 
some extent, a special problem. We must, therefore, use every means 
at our command to learn all possible about each child. It requires 
but an hour and a half to give the mental tests, and only a few days 
to grade the papers. The information obtained abundantly justifies 
the time and energy expended. 

USE TO BE MADE OF THE RESULTS 

The results of the tests will help the teacher in the classification 
and gradation of the pupils. This help is not much needed except 
in the doubtful cases. One often needs to know whether a pupil has 
failed because of lack of effort or lack of ability. The tests will help 
to answer this question. If a child fails because of lack of ability, he 
should probably not be promoted. If he fails because of lack of effort, 
he should probably be promoted and an attempt made to get him to do 
the work of which he is capable. The progress of children through 
the grades should be in accordance with their ability and with the 
rapidity of their development. Some children develop much faster 
than others and can therefore acquire the skill and knowledge of the 
school subjects much faster than others. The teffts will aid in de- 
termining the development of the children and should lead to greater 
economy of time and effort in dealing with them. 

An accurate knowledge of the child's ability and development will 
not only be a help in gradation and classification but should also 
help in the actual teaching. Every bit of information that a teacher 
can get about a child should be a help in dealing with that child. 
Studies made by the author indicate that there is a wide difference 
of ability possessed by the children ordinarily found in the same grade. 
It will usually be found that there are children in the third grade 
with as great ability as that of some pupils in the high school. A 
more careful system of gradation will lead to more nearly equal ability 
in the same grade and should make better teaching possible. 

If mental tests were given in a school every year, the development 
of the child could be traced and the rapidity of this development 
determined. This information would be a great help in dealing with 
the individual child. It must be remembered that the mental tests 
are measures of the abilities possessed by individual children and 
are not measures of the efficiency of the teacher, except to the extent 
that the teaching may have affected the development of the child. 

PHYSICAL MEASURES AND TESTS 

It has been found that there is a close relation t)etween mental 
and physical development. Therefore, it is important to know of the 
physical development of every child. If all the children of the same 
age in the schools are studied, it is found that the heavier ones, the 



taller ones, the stronger ones, etc., are in the upper grades. Therefore, 
the physical development of the child should be studied, and the records 
of this development from year to year kept. Norms of the more 
important physical measures and tests are given in this manual. 

GENERAL DIRECTIONS 

The results of the mental tests in the school will be worse than 
useless unless the tests are given with the greatest care and scientific 
precision. Every test should be most carefully explained to the children 
so that they will know exactly what they are to do. The matter must 
be so presented to them that they will put forth all possible effort. 
They must take the tests seriously. Great care must be taken to see 
that there is no cheating. The work of each child should be his own 
work. In those tests in which time is an important element, the time 
must be carefully kept, with a stop watch if one is available. The 
papers should be distributed for the tests and turned face downward on 
the pupil's desk. The pupil, when all is ready to begin, should take 
the paper in his hand and at the signal "begin" turn it over and 
begin work, and when the signal "stop" is given, should quit work in- 
stantly and turn the paper over. Before the work begins, the necessary 
information should be placed on each paper. This information should 
be the pupil's name, age, grade, sex, and school. This should be on 
every paper. When the test is over the papers should be immediately 
collected. 

LOGICAL MEMORY 

Object. — The purpose of this test is to determine the pupil's 
facility in remembering and reproducing ideas. A pupil's standing in 
the test may serve as an indication of his ability to remember the 
subject matter of the school studies. 

Method. — The procedure in this test is for the teacher to read 
slowly and distinctly the story to be reproduced. Immediately after 
the reading the pupils are to write down all of the story that they can 
recall. They must not begin to write till after the reading. Ten 
minutes should be allowed for the reproduction. This is ample time, 
and each pupil should be told to use the whole time in working on his 
reproduction. At the end of ten minutes, collect the papers. Care 
should be taken to see that each pupil does his own work, that there 
is no copying. Before reading the story, the teacher should give the 
following instructions: 

I shall read to you a story entitled Willie Jones and His Dog 
(or A Farmer's Son, or A Costly Temper, as the case may be). 
After I have read the story you are to write down all you can re- 
member of it. You are not to use the exact words that I read 
unless you wish. You are to use your own words. Try to recall 



/ 



as much as possible and write all you recall. Try to get all the 

details, not merely the main facts. 

Material. — For grades three, four, and five, use Willie Jones and 
His Dog; for grades six, seven, and eight, use A Farmer's Son; for the 
high school, use A Costly Temper. The norms for the latter are based 
on eighth grade and high school pupils. 

WILLIE JONES AND HIS DOG 

Willie I Jones I was a little I boy I only I five years old. I He had a 
dog I whose name was Buster. I Buster was a large I dog I with long, I 
black, I curly | hair. | His fore ] feet | and the tip ] of his tail | were 
white. I One day | Willie's mother | sent him | to the store | which 
was only | a short | distance away. 1 Buster went with him, | fol- 
lowing behind. ] As Buster was turning | at the corner, | a car | 
struck him I and broke 1 one I hind I leg | and hurt I one I eye. I Willie 
was I very | sorry | and cried | a long | time. | Willie's father ] came| 
and carried I the poor | idog I home. [ The broken leg I, got well I in 
five I weeks I but the eye I that was hurt I became blind. I 

A FARMER'S SON 

Will I was a farmer's I son I who attended school I in town. | His 
clothes I were poor and his boots | often smelled | of the farmyard I 
although he took great I care of them. I Since Will had not gone to 
school I as much I as his classmates, I he was often I at a disadvantage, I 
although his mind I was as good I as theirs, — I in fact, he was brighter I 
than most | of them. I James, I the wit I of the class, I never lost an 
opportunity | to ridicule | Will's mistakes, | his bright | red ] hair, | and 
his patched [clothes. 1 Will I took the ridicule I in good part land never I 
lost his temper. 1 One Saturday | as Will I was driving I his cows | to 
pasture, I he met James I teasing I a young | child, I a cripple. I Will's I 
indignation I was aroused I by the sight. I He asked I the bully j to 
stop, I but when he would not, I Will pounced | upon him | and gave 
him I a good i beating, I and he would not I let James go I until he prom- 
ised I not to tease I the crippled I child | again. 1 

A COSTLY TEMPER 

A man | named John I Murdock I had a servant | who worried him I 
much by his stupidity. I One day I when this servant was more | stu- 
pid I than usual, I the angry I master I of the house I threw a book I at 
his head.] The servant | ducked | and the book flew | out of the window.] 

"Now go I and pick that book up!" I ordered the master. | The 
servant | started I to obey, I but a passerby I had saved him I the trou- 
ble, I and had walked off I with the book. | The scientist | thereupon | 
began to wonder I what book I he had thrown away, I and to his hor- 
ror, I discovered I that it was a quaint | and rare I little I volume j of 
poems, I which he had purchased I in London I for fifty I dollars. I 



But his troubles I were not over. I The weeks went by | and the 
man had almost | forgot his loss, I when strolling j into a second hand | 
bookshop, I he saw, I to his great delight, [a copy of the book | he had 
lost. I He asked the price. | 

"Well," I said the dealer, | reflectively, | "I guess we can let you 
have it I for forty | dollars. I It is a very | rare book, | and I am sure | 
that I could get seventy-five | dollars for it j by holding on a while." | 

The man of science I pulled out his purse I and produced the 



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Plate I. Logical Memory — Willie Jones 



money, I delighted at the opportunity of replacing | his lost | treasure. | 
When he reached home, | a card 1 dropped out I of the leaves. [ The card 
was his own, land further I examination I showed that he had bought 
back I his own property. | 

"Forty dollars | worth of temper," | exclaimed the man. | "I think 
I shall mend my ways." I His disposition I afterward I became so I 
good I that I the servant became worried, [ thinking the man I must be 
ill. I 

The Results. — The material for the test is divided into units as 
indicated by the vertical lines. The pupil's written reproduction 



should be compared unit by unit with the story as printed, and given 
one credit for each unit adequately reproduced. The norms for the 
three tests are shown in the graphs which follow, I, II and III. In 
these and all the graphs which follow, the actual ages are shown in 
the first horizontal column. The norms for girls are shown in the 
second horizontal column, the norms for boys are shown in the column 
at the bottom. By the norm for an age is meant the average per- 
formance of all the pupils of that age examined. By age ten is meant 
the pupils that have passed their tenth birthday and have not reached 



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Tlate II. Logical Memory — A Farmer's Son 

their eleventh birthday, and the other ages are to be similarly inter- 
preted. The vertical lines in the graphs indicate birthdays and the 
scores written on these lines indicate ability at these exact ages. The 
column marked ten, for example, includes all the children that are 
over ten and not yet eleven. The graphs show the development from 
age to age. In general, it will be noticed, there is an improvement 
of memory with age, but in the high school, in the Costly Temper test, 
there is a decline. This may not indicate a real decline in ability to 
remember ideas, but a change in attitude. The high school pupil prob- 
ably acquires a habit of remembering only significant facts. His mem- 
ory is selective, while in the earlier ages, the memory may be more 



8 



parrot-like, one idea being reproduced with about as much fidelity as 
another. This statement is made not as a lact, but as a probable ex- 
planation. 



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Plate III. Logical Memory— A Costly Temper 

ROTE MEMORY 

Object.— The object of the rote memory tests is to determine the 
pupil's memory span for unrelated impressions— words that have no 
logical relations with one another. Much school work makes demands 
upon this ability. Therefore, the tests are of importance. 

Method.— There are two lists of words, concrete and abstract, with 
six groups in each list. The list of concrete words should be 'given 
first, then the abstract. The procedure is to pronounce the first group, 
cat, tree, coat, and then pause for the pupils to write these three 
words. Then pronounce the next group, mule, bird, cart, glass, and 
pause for the reproduction, and so on through the list. 
Give the following instructions: 

We wish to see how well you can remember words. I shall 
pronounce first a group of three words. After I have pronounced 
them, you are to write them down. I shall then pronounce a 
group of four words, then one of five words, and so continue with 
a longer group each time. You must pay very close attention 
for I shall pronounce a group but once. You are not required 
to write the words in their order, but just as you recall them. 



9 



Material. — The words for the test are given In the following lists: 



Concrete 

1. cat, tree, coat 

2. mule, bird, cart, glass 

3. star, horse, dress, fence, man 

4. fish, sun, head, door, shoe, block 

5. train, mill, box, desk, oil, pup, 

bill 

6. floor, car, pipe, bridge, hand, 

dirt, cow, crank 



Abstract 

1. good, black, fast 

2. clean, tall, round, hot 

3. long, wet, fierce, white, cold 

4. deep, soft, quick, dark, great, 
dead 

5. sad, strong, hard, bright, fine, 
glad, plain 

6. sharp, late, Sf'ur, wide, rough, 

thick, red, tight 

Results. — The papers are graded by determining the number of 
concrete words and the number of abstract words that are repro- 
duced. No account is taken of whether the words are In the right 
position or not. A perfect score in each test would therefore be 
thirty-three. The norms are shown in plates IV. and V. 



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Plate IV. Concrete Rote Memory 



THE SUBSTITUTION TEST 



Object. — This test determines one's ability to build up new asso- 
ciations. It Is a test of quickness of learning. 



10 



Method.-The substitution test-sheets are distributed to the 
pupils and turned face down on the desks. The teacher gives the fol- 
lowing instructions: 

We wish to see how fast you can learn. At the top of the sheet 
which has been distributed to you there is a key. In nine circles 
are written the nine digits and for each digit there is written a 
letter which is to be used instead of the digit. Below the key are 
two columns of numbers; each number contains five digits. In 



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Plate Y. Abstract Rote Memory 

the five squares which follow the number you are to write the let- 
ters which correspond to the digits. Work as fast as you can and 
fill as many of the squares as you can without making mistakes 
When I say "stop," quit work instantly and turn the paper over 
Before beginning the test the teacher should explain on the black- 
board the exact nature of the test. This can be done by using other 
letters instead of those used in the key. Make sure that the pupils 
understand what they are to do. Allow eight minutes in grades three, 
four, and five, and five minutes above the fifth grade. 



11 



Material. — For material use the substitution test-sheets. 

Besults. — In grading the work, count each square correctly filled in 
as one point, and reduce the score to speed per minute by dividing by 
eight in grades three, four, and five, and by five in the grades above. 

The norms are shown in plate VI. 



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Plate YI. Substitution Test 

FREE ASSOCIATION 

Object. — This test determines the speed of the free flow of ideas. 
The result of the test is a criterion of the quickness of the flow of 
ideas when no restriction or limitation is put on this flow. 

Method. — The procedure in this test is to give the pupils a word, 
and tell them to write this word down and all the other words that 
come into their minds. Make it clear to them that they are to write 
whatever word comes to mind, whether it has any relation to the word 
that is given them or not. Start them with the word cloud. Give the 
following instructions: 

I wish to see how many words you can think of and write 

down in three minutes. I shall name a word, you may write it 



12 



down and then all the other words that come into your mind. 
Do not write sentences, merely the words that come into your 
mind. Work as fast as you can. 

Results.— Score the work by counting the number of words that 
have been written. The norms are shown in plate VII. 

OPPOSITES 

Object.— This is a test of controlled association. It tests one as- 
pect of the association of ideas. All thinking is a matter of associa- 



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Plate VII. Free Association Test 

tion of ideas. Reasoning is controlled association. The test may there- 
fore be taken as a measure of speed in reasoning. 

Method. — Distribute the opposites lists to the pupils and turn 
them face down on the desks. Use list one in grades three, four, and 
five, and list two in grades above. Allow two minutes in grades three, 
four, and five and one minute in grades above. Give the following in- 
structions: 

On the sheets that have been distributed to you are fifty words. 
After each word you are to write a word that has the opposite 
meaning. For example, if one word were iar, you could write near. 



13 



Work as fast as you can, and when I say "stop," quit work in- 
stantly and turn your paper over. 

Results. — The score is the number of opposites correctly written. 
The norms are shown in plate VIII. 



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Plate VIII. Opposites Test — Lists Land II. 



1. good 

2. big 

3. rich 

4. out 

5. sick 

6. hot 

7. long 

8. wet 

9. yes 

10. high 

11. hard 

12. eweet 



OPPOSITES— List No. I. 

13. clean 

14. sharp 

15. fast 

16. black 

17. old 

18. up 

19. thick 

20. quick 

21. pretty 

22. heavy 

23. late 

24. wrong 



14 



25. smooth 

26. strong 

27. dark 

28. dead 

29. wide 

30. empty 

31. above 

32. north 

33. laugh 

34. man 

35. before 

36. winter 

37. ripe 



38. night 

39. open 

40. first 

41. over 

42. love 

43. come 

44. east 

45. top 

46. wise 
t7. front 

48. girl 

49. sad 

50. fat 



1. strong 

2. deep 

3. lazy 

4. seldom 

5. thin 

6. soft 

7. many 

8. valuable 

9. gloomy 

10. rude 

11. dark 

12. rough 
13.. pretty 

14. high 

15. foolish 

16. present 

17. glad 
18 strange 

19. wrong 

20. quickly 

21. black 

22. good 

23. fast 

24. clean 

25. tall 



OPPOSITES— List No. II. 

26. hot 

27. long 

28. wet 

29. fierce 

30. great 

31. dead 

32. cloudy 

33. hard 

34. bright 

35. fine 

36. plain 

37. sharp 

38. late 

39. sour 

40. wide 

41. drunk 

42. tight 

43. empty , 

44. sick 

45. friend 

46. above 

47. loud 

48. war 

49. in 

50. yes 



THE WORD BUILDING TEST 

Object. — This is a test of a certain type of inventiveness, namely 
linguistic invention. Specifically it tests the pupil's ability to construct 
words using certain prescribed letters. 



15 



Method. — The pupils are given the letters, a, e, o, m, n, r, and 
told to make as many words as possible using only these letters. Give 
the following instructions: 



Aqp-. 


8 


9 


to 


u 


12 


IT 
/5 


14- 


15 


16 


17 


la 


J 

7 


.fi p 


4 ,9 


3 10 


,5 12 


1 /? 


G//-/S 

5 /4 


Norms 
.3 14 


.9 14 


7 /5 


5 /3 


9 


/5 


















r 
^ 






14 












y 






* 


^ 






13 










/ 


/ 




^ 


^ 






/2 










/ 
/ 
/ 


y 












1/ 








1 
/ 1 
















10 






/ 


'/ 
















9 




• 


f / 
/ / 
/ / 

f / 


















8 


y 




^ 


















- 7. 


5 T 


^ d 


5 /O 


? // 


.6 /2 


Boys 

? /3 


Nor/7) z 
/5 


3 /3 


G /3 


9 f4 


3 



Plate IX. Word Building Test 

I wish to see how many words you can make in five minutes, 
using only the letters which I give you. The words must be real 
English words. You must use only the letters which I give you 
and must not use the same letter more than once in the same 
word. You do not, of course, have to use all the letters in the 
same word. A word may contain one or more letters up to six. 
Material. — The pupils need only sheets of blank paper. 
Results. — The score is the number of words that do not violate 

the rules of the test as given in the instructions. The norms are shown 

in plate IX. 

THE COMPLETION TEST 

Object. — This test, to some extent, is a test of reasoning capacity. 
Of course, it is only one particular aspect of reasoning. The pupil 



16 



Aoe. 


6 


9 


X 

10 


II 12 


L2 


1 /5 


G,r/s 
2 /4 


Norms 
3 14- 


8 /4 


8 


14 




y 
y 








/? 








_,^ 





12 


/ 
/ 
/ 

/ 


/ 


-^ 






II 




w 








10 












(O 


9 // 


Boys 
2 12 


Norms 

7 15 


2 /? 


^ 



Flate X. Completion Test — Joe and the Fourth of July 



Aqe 


lO 


II 


XT 

12 


13 


14- 


15 


4 /5 


Cirh 
5 16 


Norms 
5 /T 


9 19 


m 


20 












/9 








/ 


y 


la 






/ 






17 






/ 
/ 
/ 






16 


^ 


/ 


/ 
/ 






15 




/ 
/ 








16 


4- 16 


Boys 

h /7 


Norms 

6 /9 


2o 


? £^ 



Plate XI. Completion Test— The Trout 



17 



is given a story that has certain words omitted. He must read the 
the story, see what it Is trying to say and determine what words, put 
into the blanks, will make the correct sense. The meaning of the 
word written in a particular blank must not only make the sentence 
read sensibly but must fit into the story as a whole. Filling in the 
blanks in this way demands considerable thought. 



Aoe 


/2 


./3 


14 


Xf! 

15 


1$ 


17 


'.a 


41 


/ 4/ 


6 4Z 


5 42 


Girls 
1 42 


Norms 
9 43 


6 44 


.6 


44- 
















45 










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/ 




42 




y 


Q.'J'-l''- 


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41 


^^^' 


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59 
















sa 









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39 


35 


7 58 


6 5^ 


Boijs 
4 58 


Norms 
9- 59 


9 41 





Plate XII. Completion Test — Dr. Goldsmith's Medicine 

Method. — Distribute the test-sheets and turn them face down on 
the desks. Allow ten minutes in all the tests. Give the following 
instructions: 

On the sheets which have been distributed is printed a story, 
which has certain words omitted. You are to put in the blanks 
the words that are omitted. The words, which you write in, must 
give the proper meaning so that the story reads correctly. The 
word, which you fill in, must not only give the proper meaning to 
the sentence but to the story as a whole. 

Material. — Use the completion test-sheets, Joe and the Fourth of 
July, for grades three, four and five; The Trout for grades, six, seven 
and eight; and Dr. Ooldsmith's Medicine for the high school. 

Results. — In scoring the papers, allow one credit for each blank 
correctly filled. The norms are shown in plates X, XI, and XII. It 



18 



will be noticed that the boys excel in the Trout story. This is doubt- 
less because the story is better suited to them on the ground of their 
experience and interest. 

JOE AND THE FOURTH OF JULY 

Joe ran errands for his mother and took care of the baby 
until by the Fourth of July his penny greiv to be a dime. The day 
before the Fourth, he went down town all by himself to get his 
fire works. There were so many kinds he hardly knew which to 
buy. The clerk knew that it takes a long time to decide, for he 
had been a boy himself not very long ago. So he helped Joe to 
select the very best kinds. "When are you going to fire them off?", 
asked the clerk. "I will fire them very early tomorrow," said the 
boy. So that night Joe set the alarm clock, and the next morning 
got up early to fire his firecrackers. 

THE TROUT 

The trout is a fine fish. Once a big trout lived in a pool close 
by a spring. He used to stay under the bank with only his head 
showing. His wide-open eyes shone like jewels. I tried to catch 
him. I would creep up to the edge of the pool where I could see 
his bright eyes looking up. 

I caught a grasshopper and threw it over to him. Then 
there was a splash in the water and the grasshopper was gone. 
I did this two or three times. Each time I saiv the rush and 
spl ash and saw the bait had been taken. 

So I put the sa me bait on my hook and threw it over into 
the water. But all was silent. The fish was an old one and 
had grown very wise. I did this day after day with the same luck. 
The trout knew there was a hook hidden in the bait. 

DOCTOR GOLDSMITH'S MEDICINE 

This is a story of good medicine. Most medicine is bad to 
take, but this was so good that the sick man wished for more. 

One day a poor woman went to Doctor Goldsmith and asked 
him to go to see her sick husband. "He is very sick," she said, 
"and I can not get him to eat anything." 

So Doctor Goldsmith went to see him. The doctor saw at 
once that the reason why the man could not eat was because he 
w^as so poor that he had not been able to buy good food. 

Then he said to the woman, " Come to my house this evening 
and I will give you some medicine for your husband. 

The woman went in the evening and the doctor gave her a 
small paper box tied up tight. " It is very heavy," she said. "May 
I see what it looks likeV "No," said the doctor, " wait until 
you get home." When she got home, and she and her husband 
opened the box so that he could take the first dose of medicine, — 
what do you think they saw? The box was filled with silver 
money. Thi$ was the good doctor's medicine. 

19 



THE PHYSICAL TESTS AND MEASURES 

Object. — The object of the physical tests is to determine the physi- 
cal development of the pupils. 

Method and Material. — For accurately measuring height a stad- 
iometer is needed. Great care should be exercised in making the 
measurements. If the pupils are measured standing with their shoes 
on, the height of the heel should be deducted. The heel of the shoe 
can be accurately measured by means of callipers. 

For weight, accurate platform scales are needed. For testing 
strength use the Smedley dynamometer, and give three trials with 
each hand, recording the best result for each. For testing muscular 
speed, use tapping apparatus and electric counter, making a thirty 
seconds test with the right hand and then a thirty seconds test with 
the left hand. Before beginning the test, demonstrate to the pupil 
how it is to be done and allow him to try a second or two to see that 
he holds the stylus properly. The stylus should be held vertically 
and the pupil should strike the plate lightly. 

The lung capacity test is made by means of a wet spirometer. The 
pupil is urged to fill the lungs as full as possible and then expel all 
the air into the spirometer. Give three trials and record the best 
result. The vital index is determined by dividing the lung capacity by 
the weight. Owing to the importance to the body of the aeration of 
the blood, the vital index is an important measure. Moreover, since 
the index is the ratio of the lung capacity to the weight, it has a value 
that the other physical measures do not have. When we have measured 
a child's weight or height, we can make no inferences unless we know 
whether the child belongs to a long stock or a short stock, a heavy 
stock or a light stock. But, when we have determined the amount 
of air-space in the lungs per pound of weight of the child, we have 
a measure that is of direct and special significance. The norms are 
shown in the tables. A more complete description of these tests and 
other tables of norms may be found in the author's Examination of 
School Children, or in Whipple's Manual of Mental and Physical Tests. 

MATERIAL AND APPARATUS 

Test sheets for the mental tests can be obtained from the Uni- 
versity of Missouri, Department of Educational Psychology, at cost. 
All persons using the tests are requested to send a summary of the 
results to the department. Apparatus for the physical tests can be 
obtained from C. H. Stoelting Co., Chicago. 

TABLES 

Tables I to IX contain the physical norms. In all the tables 
which follow, the age indicated is the age at the last birthday. The 
average would, therefore, be a half year older. In the tables which 
show the mental tests records, the first vertical row gives the age, 
the second vertical row gives the number of cases examined, the 

20 



third row gives the average for each age, the fourth row gives the 
average deviation, found by dividing the sum of the individual de- 
viations by the number of cases. 

For practical work with the mental tests, the norm graphs on the 
earlier pages of this bulletin should be used. They were constructed 
from these tables which follow by finding the average of adjacent 
ages. The graphs were also somewhat smoothed. 



21 



TABLE I. STANDING HEIGHT IN CM. 





Boys 


Girls 


Age 




















Number 
Cases 


Average 


Number 
Cases 


Average 


6 


61 


115.4 


66 


113.4 


7 


59 


118.8 


57 


120.3 


8 


75 


125.5 


60 


123.8 


9 


74 


130.6 


68 


130.6 


10 


64 


135.5 


70 


135.1 


11 


75 


140.7 


61 


141.6 


12 


64 


144.0 


67 


146.9 


13 


67 


151.2 


79 


154.7 


14 


59 


156.1 


55 


156.3 


15 


60 


164.4 


78 


159.4 


16 


37 


164.5 


79 


159.5 


17 


34 


171.8 


48 


159.7 


18 


36 


171.2 


33 


159.3 


Adults 


72 


172.7 


137 


161.8 



TABLE II. SITTING HEIGHT IN CM 





Boys 


Girls 


Age 




















Number 
Cases 


Average 


Number 
Cases 


Average 


6 


61 


62.7 


66 


6L5 


7 


60 


63.6 


57 


64,3 


8 


75 


66.9 


60 


65.7 


9 


74 


69.0 


68 


68.9 


10 


64 


7L3 


70 


70.9 


11 

12 


74 
64 


73.4 
74.9 


61 

67 


74.0 
77.1 


13 


67 


77.8 


80 


79.9 


14 


54 


80.5 


48 


81.8 


15 


44 


84.0 


61 


83.7 


16 


29 


84.1 


67 


84.2 


17 


33 


89.8 


40 


84.0 


18 


27 


88.1 


30 


83.5 


Adults 


71 


88.6 


123 


86.0 



22 



TABLE III. WEIGHT IN LBS. 





Boys 


Girls 


Age 












Number 
Cases 


Average 


Number 
Cases 


Average 


6 


64 


46.9 


66 


44.6 


7 


61 


49.1 


60 


50.2 


8 


78 


56.1 


63 


52.0 


9 


76 


62.4 


70 


61.7 


10 


78 


67.5 


83 


66.7 


11 


91 


75.9 


83 


76.4 


12 


82 


82.1 


91 


85.0 


la 


83 


92.2 


91 


96.0 


14 


81 


103.7 


74 


104,7 


15 


88 


121.5 


91 


113.8 


16 


47 


127.5 


92 


117.4 


17 


43 


139.9 


43 


122.7 


18 


38 


140.6 


43 


123.1 


Adults 


72 


152.3 


137 


13L0 



TABLE IV. LUNG CAPACITY IN CC. 





Boys 


Girls 


Age 












Number 
Cases 


Average 


Number 
Cases 


Average 


6 


64 


1262 


64 


943 


7 


61 


1171 


60 


1103 


8 


77 


1411 


63 


1226 


9 


76 


1526 


71 


1446 


10 


73 


1735 


80 


1513 


11 


87 


1932 


78 


1762 


12 


75 


2141 


92 


1894 


13 


82 


2353 


90 


2210 


14 


77 


2706 


72 


2330 


15 


85 


3193 


92 


2449 


16 


50 


3348 


96 


2526 


17 


43 


3704 


58 


2552 


18 


48 


3765 


43 


2640 


Adults 


71 


4256 


117 


2814 



23 



TABLE V. GRIP RIGHT HAND IN KG. 





Boys 


Girls 


Age 




















Number 
Cases 


Average 


Number 
Cases 


Average 


6 


63 


9.3 


66 


8.0 


7 


61 


11.4 


60 


10.0 


8 


78 


14.0 


64 


10.4 


9 


78 


15.7 


72 


13.2 


10 


77 


16.7 


85 


14.3 


11 


93 


19.2 


80 


16.3 


12 


79 


22.0 


92 


18.9 


13 


80 


25.1 


92 


22.7 


14 


79 


29.6 


73 


24.7 


15 


87 


33.8 


96 


27.3 


16 


48 


37.8 


97 


27.4 


17 


46 


44.0 


58 


27.2 


18 


51 


44.2 


44 


28.0 


Adults 


71 


48.3 


137 


28.9 



TABLE VI. GRIP LEFT HAND IN KG. 





Boys 


Girls 


Age 




















Number 
Cases 


Average 


Number 
Cases 


Average 


6 


63 


9.2 


66 


7.6 


7 


61 


11.0 


60 


9.1 


8 


78 


12.6 


64 


10.1 


9 


78 


14.4 


71 


12.2 


10 


77 


15.4 


85 


13.4 


11 


93 


18.0 


81 


15.6 


12 


78 


20.3 


94 


18.5 


13 


81 


23.3 


92 


21.7 


14 


79 


27.7 


73 


23.1 


15 


86 


29.2 


96 


25.3 


16 


53 


36.0 


97 


26.1 


17 


45 


42.3 


59 


25.5 


18 


48 


42.7 


44 


26.3 


Adults 


71 


46.1 


137 


26.9 



24 



TABLE VII. SPEED RIGHT HAND 





Boys 


Girls 


Age 










Number 

Cases 


Average 


Number 
Cases 


Average 


6 


62 


121 


66 


121 


7 


61 


129 


59 


132 


8 


76 


136 


63 


135 


9 


76 


144 


70 


148 


10 


70 


152 


76 


154 


11 


84 


163 


75 


163 


12 


74 


168 


86 


169 


13 


82 


175 


9a 


172 


14 


75 


177 


63 


183 


15 


85 


188 


94 


185 


16 


51 


190 


94 


187 


17 


43 


198 


67 


193 


18 


47 


208 


45 


193 


Adults 


152 


206 


243 


200 




TABLE VIII. SPEED L 


EFT HAND 






Boys 


Gir 


Is 


Age 










Number 




Number 






Cases 


Average 


Cases 


Average 


6 


62 


107 


66 


103 


7 


61 


111 


57 


112 


8 


76 


111 


63 


118 


9 


76 


123 


69 


128 


10 


70 


131 


76 


133 


11 


83 


136 


75 


141 


12 


73 


141 


90 


148 


13 


81 


150 


91 


151 


14 


75 


154 


67 


158 


15 


83 


166 


94 


159 


16 


51 


168 


93 


163 


17 


43 


176 


57 


172 


18 


49 


179 


41 


172 


Adults 


151 


190 


24a 


180 



25 



TABLE IX. VITAL INDEX 





Boys 


Girls 


Age 




















Number 
Cases 


Average 


Number 
Cases 


Average 


6 






64 
60 


2 LI 


7 


61 


23.8 


21.9 


8 


77 


25.2 


63 


23.5 


9 


76 


24.4 


71 


23.4 


10 


73 


25.7 


80 


22.6 


11 


87 


25.4 


78 


23.1 


12 


75 


26.1 


92 


22.3 


13 


82 


25.5 


90 


23.0 


14 


77 


26.1 


72 


22.2 


15 


85 


26.2 


92 


2L4 


16 


50 


26.2 


96 


2L5 


17 


43 


26.4 


58 


20.8 


18 


48 


26.4 


43 


2L4 


Adults 


71 


27.9 


117 


21.5 



TABLE X. SUBSTITUTION TEST 





Boys 


Girls 


Age 


Number 

Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


8 

9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
Adults 


98 

122 

148 

155 

150 

149 

108 

113 

70 

51 

36 

64 


10.07 

118 

13.6 

15.4 

17.7 

17.71 

20.8 

23.4 

24.16 

26 

24.75 

29.1 


3.4 
3.5 
3.9 
4.3 
4.6 
4.7 
4.8 
4.9 
4.9 
5.2 
4.2 
5.3 


77 

121 

126 

127 

167 

141 

109 

111 

92 

65 

48 

167 


12.7 

13.76 

15.7 

18.9 

20.5 

22.5 

23.5 

26.8 

27.7 

29.2 

27.9 

32.2 


3.6 
4.8 
4.8 
4.8 
4.9 
4.3 
4.5 
4.9 
4.3 
4.1 
5.5 
5.8 



26 



TABLE XI. ROTE MEMORY CONCRETE 





Boys 


Girls 


Age 


Number 
Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


7 


11 


23.2 


2.0 


16 


21.5 


3.4 


8 


61 


21.3 


3.5 


56 


22.9 


2.7 


9 


79 


24 


3.2 


83 


22.6 


3.5 


10 


96 


23.9 


3.4 


83 


23.9 


2.1 


11 


99 


25.5 


2.7 


80 


25.7 


3.2 


12 


97 


25.8 


2.9 


98 


26.3 


2.7 


13 


95 


26.3 


3.2 


81 


27.4 


2.6 


14 


73 


26.3 


3.4 


73 


27.3 


3.0 


15 


90 


26.2 


3.8 


87 


27.3 


2.8 


16 


59 


26.7 


3.6 


65 


28.9 


2.9 


17 


39 


27. 


2.8 


47 


28.5 


2.2 


18 


30 


27.9 


4.3 


28 


28.9 


1.4 


Adults 


38 


28.5 


1.8 


61 


28.6 


1.9 




TABL] 


E XII. RO 


IE MEMORY ABS' 


rRACT 






Boys 




Girls 




Age 


Number 
Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


7 


11 


21 


2.5 


16 


19.5 


3.4 


8 


60 


18.2 


3.6 


56 


21 


2.6 


9 


85 


21.3 


2.7 


82 


21.9 


3.0 


10 


97 


22.2 


3.4 


83 


21.9 


3.0 


11 


98 


23.4 


3.9 


80 


24.2 


3.1 


12 


96 


24 


3.1 


100 


25.2 


3.3 


13 


95 


24.3 


3.3 


82 


26.1 


3.0 


14 


73 


24.7 


3.1 


72 


26.2 


2.8 


15 


92 


25.3 


3.7 


86 


25.8 


3.0 


16 


59 


25.7 


3.2 


63 


27.9 


3.5 


17 


40 


27.2 


3.1 


47 


27.1 


3.0 


18 


30 


27.6 


3.3 


28 


28.9 


3.0 


Adults 


40 


28.4 


1.8 


61 


27.9 


2.4 



27 



TABLE XIII. FREE ASSOCIATION 





Boys 


Girls 


Age 


Number 
Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


7 


12 


17.4 


4.4 


16 


24.2 


8.6 


8 


66 


22.3 


5.7 


58 


24.3 


7.9 


9 


75 


24.4 


8.6 


84 


27.0 


9.1 


10 


93 


29.4 


11.7 


76 


31.0 


12.5 


11 


97 


32.3 


12.5 


86 


39.0 


14.4 


12 


97 


37.1 


14.3 


107 


41.7 


14.4 


13 


94 


39 


15.3 


90 


44.4 


14.7 


14 


62 


40.9 


13.9 


74 


47.8 


12.7 


15 


78 


48.3 


11.4 


74 


49.4 


12.6 


16 


47 


47.3 


12.6 


58 


49.4 


13.8 


17 


43 


49.0 


13.4 


38 


47.6 


14.2 


18 


24 


47.1 


13.4 


30 


48.9 


13.6 


Adults 


459 


51.46 


14.5 


816 


49.3 


15.5 



TABLE XIV. COMPLETION TEST 
JOE AND THE FOURTH OF JULY 





Boys 


Girls 


Age 


Number 

Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


7 


15 


10.9 


3.6 


24 


12 


4.4 


8 


121 


10.9 


4.3 


100 


12.3 


3.8 


9 


145 


11.5 


4.4 


155 


14.1 


3.2 


10 


131 


14.0 


3.6 


121 


14.5 


3.4 


11 


87 


13.9 


3.3 


52 


15.1 


3.1 


12 


29 


12.1 


3.2 


3.6 


14.5 


3.1 


13 


16 


14.1 


4.2 


9 


13.7 


3.1 


14 


7 


13.9 


3.9 


1 


16 





28 



TABLE XV. COMPLETION TEST 
THE TROUT 







Boys 






Girls 




Age 


Number 
Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


9 


13 


16.8 


6.7 


10 


18.9 


6.9 


10 


76 


16.1 


5.2 


68 


15 


4.5 


11 


120 


17.5 


5.9 


114 


16.1 


4.3 


12 


114 


17.8 


6.1 


132 


17.0 


6.6 


13 


93 


20.3 


5.7 


94 


18.8 


4.5 


14 


51 


20.4 


5.5 


57 


19.2 


5.4 


15 


38 


19.9 


5.3 


24 


20.3 


6.0 


16 


13 


19.7 


6.5 


17 


21.1 


4.1 



TABLE XVI. COMPLETION TEST 
DR. GOLDSMITH'S MEDICINE 





Boys 




Girls 




Age 


Number 

Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


10 


8 


37.5 


12.5 


5 


45 


3.2 


11 


13 


41.3 


3.0 


15 


40.7 


7.4 


12 


30 


36.8 


6.9 


47 


40.6 


6.9 


13 


53 


40.3 


5.5 


48 


41.7 


6.1 


14 


58 


37.8 


8.6 


60 


44.3 


4.1 


15 


83 


39 


6.3 


92 


42.3 


4.9 


16 


62 


38.8 


7.1 


82 


43 


4.5 


17 


45 


41.1 


5.2 


61 


44.1 


3.7 


18 


37 


40.9 


6.2 


45 


45.2 


3.4 


Adults 


20 


48.1 


1.7 


25 


49.0 


1.0 



29 



TABLE XVII. WORD BUILDING TEST 





Boys 


Girls 


Age 


Number 
Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


7 


11 


6.2 


1.6 


16 


7.4 


1.9 


8 


52 


8.2 


2.8 


5a 


7.8 


2.2 


9 


63 


7.6 


2.7 


67 


9 


3.9 


10 


70 


9.5 


3.8 


60 


9.6 


3.6 


11 


77 


11 


4.7 


56 


11.4 


3.6 


12 


76 


12.2 


3.5 


66 


12.9 


4.0 


13 


66 


12.2 


3.4 


66 


14.1 


4.4 


14 


42 


13.9 


3.6 


51 


14.5 


3.5 


15 


48 


12.7 


3.5 


46 


15.3 


3.7 


16 


36 


14.5 


4.7 


40 


14.2 


4.5 


17 


27 


13.4 


4.1 


25 


16.8 


4.2 


18 


14 


15.6 


2.2 


19 


15.1 


4.5 


Adults 


40 


20.5 


2.8 


59 


20.1 


3.5 



TABLE XVIII. LOGICAL MEMORY— WILLIE JONES 





Boys 


Girls 


Age 


Number 

Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


7 


17 


26.5 


9.1 


24 


29.6 


5.4 


8 


120 


26.7 


6.3 


95 


28.5 


6.7 


9 


132 


28.4 


6.6 


139 


30.8 


5.7 


10 


136 


31.5 


7.1 


113 


33.0 


7.1 


11 


90 


32.5 


7.9 


39 


35.4 


6.4 


12 


31 


32.7 


6.4 


39 


33.5 


5.8 


13 


23 


31.9 


6.9 


12 


30.7 


8.7 


14 


10 


27.8 


10.0 


2 


31 


5 



30 



TABLE XIX. LOGICAL MEMORY— FARMER'S SON 




Boys 


Girls 


Age 


Number 
Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


9 


11 


31.5 


6.0 


10 


35.6 


6.6 


10 


75 


31.2 


7.9 


60 


32.8 


5.8 


11 


107 


33.2 


6.9 


102 


31.9 


6.1 


12 


118 


33.3 


7.2 


132 


33.4 


7.9 


13 


101 


34.5 


5.9 


86 


36.2 


7.1 


14 


50 


35.2 


5.3 


42 


34.1 


7.3 


15 


27 


32.9 


9.2 


12 


37.1 


7.0 


16 


8 


39.7 


6.0 


7 


40.0 


11.4 



TABLE XX. LOGICAL MEMORY— COSTLY TEMPER 





Boys 


Girls 


Age 


Number 
Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


11 


8 


47.4 


8.5 


5 


49.6 


8.6 


12 


30 


52.5 


10.8 


50 


49.0 


8.3 


13 


68 


50.3 


8.1 


88 


53.6 


11.1 


14 


74 


46.5 


9.8 


80 


50.9 


9.1 


15 


105 


48.4 


9.2 


110 


49.6 


9.5 


16 


66 


46.8 


11.5 


86 


47.8 


10.8 


17 


49 


43.4 


10.8 


64 


46.9 


12.3 


18 


40 


46.8 


10.3 


35 


49.2 


10.2 


Adults 


64 


64.0 


10.5 


164 


69.6 


10.3 



31 



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TABLE XXI. OPPOSITES— LIST I. 





Boys 


Girls 


Age 


Number 
Caees 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


7 

8 

9 

10 

11 

12 


11 

54 
62 
60 
S8 
8 


8.0 

8.5 

8.6 

10.6 

10.9 

10.6 


2.1 
2.4 
2.5 
3.1 

2.5 
4.4 


16 
51 
68. 
56 
28 
13 


9.1 
9.3 
10.2 
10.8 
12.4 
12.8 


1.5 
2.3 
2.6 
3.0 
3.3 
4.0 



TABLE XXII. OPPOSITES— LIST II. 





Boys 


Girls 


Age 


Number 
Cases 


Average 


A. D. 


Number 
Cases 


Average 


A. D. 


8 


34 


4.1 


1.2 


10 


5.0 


1.7 


9 


34 


4.6 


3.9 


44 


5.7 


2.2 


10 


60 


8.4 


3.3 


55 


7.4 


3.1 


11 


96 


9.4 


2.9 


95 


9.0 


3.4 


12 


117 


10.2 


2.9 


125 


10.4 


3.3 


13 


112 


10.8 


4.6 


125 


11.9 


3.6 


14 


70 


11.2 


3.4 


91 


13.2 


3.5 


15 


84 


13.3 


2.8 


76 


14.6 


3.7 


16 


43 


14.0 


3.4 


57 


15.0 


a.7 


17 


24 


14.0 


3.7 


22 


16.2 


3.0 


18 


23 


14.4 


2.3 


21 


17.1 


2.9 


Adults 


37 


15.0 


3.8 


85 


15.4 


1.9 



32 



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